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Research Guides

Expository Writing Instructor Portal: EWP Outcomes

A portal for Expository Writing instructors that includes sample assignments, course outcomes, and supplementary research resources.

Expository Writing Program Outcome #2

2. To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.

  • The writing demonstrates an understanding of the course texts as necessary for the purpose at hand.
  • Course texts are used in strategic, focused ways (for example: summarized, cited, applied, challenged, re-contextualized) to support the goals of the writing.
  • The writing is intertextual, meaning that a "conversation" between texts and ideas is created in support of the writer's goals.
  • The writer is able to utilize multiple kinds of evidence gathered from various sources (primary and secondary - for example, library research, interviews, questionnaires, observations, cultural artifacts) in order to support writing goals.
  • The writing demonstrates responsible use of the MLA (or other appropriate) system of documenting sources.

Ideas for incorporating research or library workshops for outcome 2:

  • Writing is intertextual:
    • Select scholarly article with diverse bibliography/sources cited page and require students to read article from bibliography to analyze scholar's argument. (Example = S. Trujillo -Intertextual Analysis)
    • Choose a topic that resonates with academic interests. Select 3-5 academic books or articles pertaining to that topic and write an essay examining their arguments in relation to one another. This promotes a sense of what research has already been done on the topic and how the chosen sources relate to one another. (Example = S. K. Moore - Bibliographic Essay)
  • Utilize multiple kinds of evidence:
    • Primary and secondary sources: Require use of primary and secondary sources in research assignment. (Example = M. Vidakovic - Annotated Bibliography)
    • Authorship: Require reading and interpretation of texts written by diverse and international perspectives - how do race, gender, class, age, sexuality influence the text?  Or, how does a text reflect a particular bias or promote racial/gender stereotypes?  (Example = T. Patel - Analyze a TV Show)
  • Responsible use of the MLA system:  

Expository Writing Program Outcome #3

3. To produce complex, analytic, persuasive arguments that matter in academic contexts.

  • The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry.
  • The stakes of the argument, why what is being argued matters, are articulated and persuasive.
  • The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas.
  • The argument is persuasive, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position.
  • The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry.

Ideas for incorporating research or library workshops for outcome 3:

  • Argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry:
    • collaborate with librarian on research workshop focused on research as a process of inquiry and articulating a research question 
  • Counterclaims and multiple points of view:
    • require multiple research source types

Expository Writing Program Outcome #4

4. To develop flexible strategies for revising, editing, and proofreading writing.

  • The writing demonstrates substantial and successful revision.
  • The writing responds to substantive issues raised by the instructor and peers.
  • Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing.

Ideas for incorporating research or library and writing center workshops for outcome 4:

  • collaborate with the Odegaard Writing & Research Center to hold peer review and revision workshops
  • require students to set up an appointment at the OWRC with peer tutors for revision and editing help
  • require students to keep a research and writing log to track revisions, research resources and changes to argument or research question